Block Scheduling

Reduction in the number of courses taken each semester means
students have fewer classes to prepare for each night, fewer books and
materials to manage, more individualized attention from the teacher.

When students attend seven relatively short classes in different
subjects every day, instruction can become fragmented; longer class
periods give students more time to think and engage in active learning.

A schedule with one relatively short period after another can create a hectic, assembly-line environment;

Teachers benefit from more useable instructional time each day because less time is lost with beginning and ending classes.

Increase in the number of classes taken each year means students can take more electives and earn more credits each year.

If a student is absent, s/he has fewer courses requiring make-up work.

Fewer class changes in a day mean less change for disruption and discipline problems at school.

Fewer students to teach in a day means teachers can get to know
their students better and provide more individualized instruction.

If a student fails a required class, Block Scheduling allows the
student to repeat the class the next semester and not delay progress
toward graduation.

Will counselors recommend courses for both 1st and 2nd semesters?
Yes,
the student’s schedule will be determined for an entire year just as it
is now. This will be done well before the beginning of the school year.
There will still be opportunities to add/drop courses during the course
of the school year, but the cut-off dates will be much earlier than
they are now due to the new schedule.

If students take a
course in, for example, math and then skip a semester before taking math
again, isn’t more review time required because a semester has lapsed?
Research
shows that the loss in content retention that will occur under this
schedule will not be significantly different from what students lose
over summer. Furthermore, longer, more concentrated classes greatly shorten catch-up time. The DOE website
says that the use of double period labs for science courses is a common
variation on the standard 50-minute schedule. “Such variations in
schedules allow for in-depth learning with different instructional
strategies such as simulations, group projects, and debates”. Research
has shown that this type of instruction improves student retention
rates.

Students will miss twice as much work when they are absent. What can be done to ameliorate this problem?
Many
teachers find it easier, not harder, for students to get caught up in
the block model because there is more time to meet with a student during
the longer class period once s/he returns to school. Techniques such as
pairing “study buddies” or instituting academic support centers where
students can get caught up have proved successful at high schools using
the block (Nashoba Valley Regional High School, Bolton, MA). At CRLS
improved internet access to homework assignments (see question #11) will
help. Also, students will have make-up work in only 4 courses.

Won’t
teachers who have been teaching year-long courses for many years have
trouble making the adjustment to semester-long courses?
Teachers
are presently getting the professional development that will enable
them to make the transition to a 4X4 block. In one study, a science
teacher reported that block scheduling “forces teachers to become better
at planning, presenting, and reviewing lessons and concepts.” (Click here for more information.)

Can
students survive a class that lasts 85 minutes or more? Won't they
become bored and tune out? Won’t learning disabled and Special Education
students find 85-minute periods difficult?
“This would be
true if teachers only lecture, but a longer period ‘kills the lecture
method.’ Students say the schedule has forced the teachers to become
more creative in the classroom. (Willis, p. 3) Because the longer period
facilitates more engaging teaching techniques, students and teachers
should find the day goes faster.” More >>

Will the block schedule exacerbate difficulties for struggling teachers?
In
many ways, block scheduling can make a struggling teacher’s ability to
manage his or her responsibilities much easier. Many studies have shown
that school climate improves as a result of moving to a block.
Additionally, because teachers will have to balance fewer students and
classes each day, the load will become more manageable.

What is being done to prepare students for the block schedule?
Arrangements
are being made for CRLS students to meet with other students who are
currently in a block schedule to discuss concerns at a special assembly
hosted by CRLS student government representatives. Extended homerooms
are planned for Jan. 13th and Jan. 28th during which students will ask
questions about the block schedule and other issues of concern (Jan.13),
then receive the answers and have a discussion period (Jan. 28). Two
simulation days are planned in April when we will actually use a block
schedule for the entire school day.

How will current
juniors be assisted in selecting courses for first semester next year
that will be most advantageous for college admissions?
Because
many high schools have changed to a block schedule in recent years, the
Common Application form used by most colleges and universities now asks
if the applicant’s high school has a block schedule, and also asks the
applicant to list the courses s/he will be taking for the entire year.
Next year courses will be prioritized by academic importance so that all
students’ schedules can have a balance of more difficult academic
classes and less difficult electives because most classes will be
offered both semesters.

Can parents be informed about recommended ways for teachers
to break up the 85-minute block with various kinds of teaching
strategies?
The strategies teachers use will be derived in
part from our new Student Learning Expectations for reading, writing,
speaking, and problem solving, and also from an excellent manual we’ve
been using for professional development titled How to Manage Instruction
in the Block. Some of the strategies include:

Processing learning at various “learning stations” within the classroom

Collaborative or independent work on “authentic assignments” that
encourage students to use their own interests and academic strengths to
approach real world problems and questions

Journals that help students summarize what they’ve learned and reflect on its potential use

Technology as both a learning tool and a performance tool

Responding to, generating, and creating a sequence of questions that
collectively lead to critical thinking and deeper understanding

Participation in discussions structured in a variety of ways to
explore important content and ideas: Socratic Seminars, debates,
jigsaws, reciprocal teaching, etc.

Internet access to teachers’ homework assignments will be
important next year when students are absent. Will such access be
improved?
A number of CRLS teachers utilize a variety of
options to post assignments and other information. The district’s MIS
Department has been evaluating options to increase teacher participation
in posting this information online by making the process as easy and
efficient as possible. The CRLS web site is being redesigned to allow
each teacher to have one or more pages that will be easy to update.
Teachers will be informed of the tools available to post their
information online. Training and ongoing support will be provided to
maximize participation.

Will the block schedule affect
Advanced Placement students’ preparedness for AP exams if a semester
lapses after they’ve taken a fall semester AP course, or if they haven’t
covered enough curriculum in time for the AP exam spring semester?
For
both fall and spring AP classes there will be additional class time
(review for fall AP students and enrichment for spring AP students) to
ensure that students have covered all required curriculum and that the
material is fresh in their minds.

Will graduation requirements change with the new schedule?
No, they will remain the same.

What will be done to train newly hired teachers who have not taught in a block before?
Although
it won’t be a requirement, we will be looking to hire new teachers who
have experience teaching in a block schedule. We will also continue
professional development next year for both new and returning teachers
to impart the skills required to successfully teach in the longer block.

How will the AVID (Achievement Via Individual Determination) Program fit into the block schedule?AVID
is a course designed to help motivated students who want to go college
develop the skills necessary for academic success. AVID students are
required to take Honors Courses throughout their careers at CRLS and are
strongly encouraged to take AP courses during their Junior and Senior
years. Participating students take an AVID course every other day as
well as take part in other AVID activities. The goal of AVID is to help
students get into the college of their choice as well as become
successful members of their communities. We will be entering our fourth
year at CRLS with AVID next year.